DB questions
ismails95
7SocialLearning.pptxSocial Learning Theory
JD: Causes and Control (7)
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Introduction to Social Learning Theory
Juveniles learn to engage in delinquency through association with or exposure to others
Types of associations
1. primary or intimate groups
2. interactions with others at school, religious community, neighborhood, and other settings.
3. indirect contact (e.g., media)
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Associating with delinquent others increases likelihood of delinquency
1. this fact provides support for, but does not prove, social learning theory
2. to prove social learning theory correct, one must demonstrate that juveniles learn to engage in delinquency from delinquent others
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SO how do juveniles learn to engage in delinquency from others?
1. others differentially reinforce delinquent behavior
2. others teach beliefs favorable to delinquency
3. others provide delinquent models to imitate
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Differential Reinforcement of Delinquency
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We are more likely to engage in delinquency when:
Others reinforced past delinquency,
and continued reinforcement of delinquency is anticipated
Ex. Selling drugs – has been reinforced with money in the past and dealer expects it will be in the future as well
Reinforcement is not ALL or NOTHING
To predict delinquency need to look at 3 factors:
Frequency of reinforcement
Amount of reinforcement
More likelihood to be reinforced
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Factors of Reinforcement
1. frequency: tend to repeat behaviors that are frequently reinforced and avoid those that are frequently punished
2. amount: more likely to engage in behaviors with a lot of reinforcement
3. probability: more likely to engage in behaviors with highest probabilities of reinforcement
"differential reinforcement" means different behaviors have different probabilities of being reinforced
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Types of Reinforcement and Punishment
| Reinforcement Increases the likelihood that a bx will be repeated | Punishment Reduces the likelihood that a bx will be repeated |
| +: behavior results in something good (ex money) | +: presentation of something bad (ex spanking or reprimand) |
| -: behavior results in the removal of something bad (ex friends no longer mock you for not smoking MJ) | -: removal of something good (ex taking away your PS3) |
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Sources of Reinforcement
1. other people, particularly family members and friends
2. self-reinforcement and punishment
Sometimes we praise/ punish ourselves
3. intrinsic or “nonsocial” reinforcers
Ex. Drugs - high
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Some individuals more likely to be reinforced for delinquency
1. deliberate and less-deliberate reinforcement
2. less reinforcement for conventional behaviors
Schedules of reinforcement
| Continuous Reinforcement | Intermittent Reinforcement |
| every act is reinforced rare schedule of reinforcement for delinquency | only some acts are reinforced common schedule of reinforcement for delinquency usually sufficient to maintain behavior |
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Discriminative stimuli
1. juveniles learn to distinguish situations most likely to result in reinforcement
2. commit delinquency in situations with highest probability of reinforcement
(ex. smoke MJ with friends not parents)
Research on reinforcement and delinquency
1. experimental studies show strong effect of reinforcement on subsequent aggression
2. surveys and field studies find reinforcement increases delinquency
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Beliefs Favorable to Delinquency
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Beliefs Favorable to Delinquency
Peers also teach us beliefs favorable to delinquency
Does not mean that some ppl believe serious delinquent acts are good
Beliefs fall into 3 categories:
Generally approve of minor delinquency
Conditionally approve of some delinquency
General values conducive to delinquency
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Categories
1. generally approve of minor delinquency
2. conditionally approve of delinquency, including some serious delinquency
subculture of violence
excuses and justifications identified by Sykes and Matza (Techniques of Neutralization)
(1) denial of responsibility
(2) denial of injury
(3) denial of victim
(4) condemnation of the condemners
(5) appeal to higher loyalties
3. general values conducive to delinquency
emphasis on excitement, thrills, or kicks
disdain for hard work and desire for quick and easy success
high value on toughness and physical strength
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Sources of Beliefs
1. others: family members, delinquent friends, community residents, and media
2. self (after engaging in delinquency)
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Imitation of Delinquent Models
Juveniles can also learn from models
Juveniles are most likely to imitate models under certain conditions
1. like or respect model
2. see model receive reinforcement
3. see model give off signs of pleasure
4. in environment where imitating model’s performance is reinforced
Others may inadvertently model aggressive behavior
Media provides aggressive and violent models to imitate (The Mirror Effect)
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Summary of Social Learning Theory
Substantial support for theory
Along with control theory, is leading explanation of delinquency
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